Jul 2026· Quantum Journal of Social Sciences and Humanities· Vol 7, pp. 57-79· 0 citations· 72 references
Abstract
The main objective of conducting this systematic review is to study the usage of metadiscourse markers in expository writing among ESL and EFL novice writers by reviewing pertinent aspects such as the types of metadiscourse markers used, the effect of language proficiency on metadiscourse usage and the types of language errors committed from the perspective of metadiscourse studies. To achieve the objective, the literature published in four different databases was reviewed. After applying a series of selection criteria, 26 empirical articles were selected including a total of 1696 novice writers in English writing with ages ranging from 15 to 59 years and the analysis of 17,777 essays. These students were evaluated with two categories of metadiscourse markers namely interactive and interactional as well as taking their language proficiency and language errors committed into consideration. The findings from this review show that (1) there are 86% (19 out of 22 articles) metadiscourse studies conducted on interactional markers as compared to interactive markers; (2) 43% (6 out of 14 articles) metadiscourse studies done on high proficiency students as compared to low and average proficiency students, and (3) 66% of the language errors commonly associated with undergraduate students are the misuse of metadicourse markers (6 out of 9 articles). This systematic review would benefit future researchers in determining the research direction based on the gaps discovered from the previous study and language educators in catering their learners with different proficiencies of the proper use of metadiscourse markers. Additionally, this systematic review would give priority to aspects of metadiscourse that have received less attention, such as interactive metadiscourse markers, the use of metadiscourse markers by learners who are less proficient, and the necessity of a framework that focuses on the mistakes made when using metadiscourse markers rather than language in general.
The use of appropriate rhetorical moves (RMs) and meta-discourse markers (MMs) improve the argumentative and persuasive force of academic texts, such as essays, thesis, seminar papers, and articles. However, authors from different language backgrounds and levels of expertise may use different RMs and MMs when writing in a foreign language. This study is aimed at describing how Indonesian authors in Applied Linguistics use RMs and MMs in their research article abstracts (RAAs) published in international and local journals. 20 RAAs published in international journals and 20 RAAs published in local journals were chosen for the corpora of this study. Swales (2009) five rhetorical moves for RAAs and Hyland's (2005) taxonomy of MMs were used as models in the analyses. The results reveal that different from international journal readers’ expectations, Indonesian authorsin Applied Linguistics use only 3 Moves (Moves 2, 3 & 4) classified as obligatory and 2 Moves (Moves 1 & 5) conventional. Also, they use interactive MMs far more frequently in Moves 3 and 4 because these two moves are relatively longer than the other three moves. As found in other similar studies, the Indonesian authors use interactive MMs far more frequently than interactional MMs because they concern more about their text cohesion, coherence, and convincing rather than their interaction with the potential readers.
Dr Gufran Alam· International journal of all...· 0 citations
This study investigates how metadiscourse is used across three IELTS Academic Writing proficiency levels and explores the pedagogical implications of these patterns for writing instruction. Using a dataset of 60 IELTS Task 2 scripts at Band 4, Band 6, and Band 8, the study combines quantitative and qualitative analyses based on Hyland’s model of metadiscourse. Quantitative results show no substantial differences in the frequency or distribution of metadiscourse markers (MMs) across adjacent band levels. However, qualitative analysis reveals clear proficiency-related differences in accuracy, complexity, and rhetorical control. Higher-band writing is characterised by flexible, context-sensitive use of metadiscourse, particularly interactional markers, while lower-band writing shows more mechanical and formulaic patterns. Drawing on these findings, the paper proposes a set of pedagogical principles and classroom practices that emphasise rhetorical purpose, stance management, and reflective use of metadiscourse in IELTS academic writing instruction.
本研究は、IELTS Academic Writing における三つの習熟度レベル（Band 4、6、8）におけるメタディスコース使用の特徴を分析し、その教育的示唆を検討することを目的とする。60本の Writing Task 2 答案を対象に、Hyland のメタディスコース理論に基づき量的・質的分析を行った。量的分析では、隣接するバンド間においてメタディスコース標識の頻度や分布に大きな差は見られなかった。一方、質的分析からは、正確性、複雑性、修辞的統制に明確な習熟度差が確認された。高得点バンドでは、対人的メタディスコース資源が文脈に即して柔軟に用いられていたのに対し、低得点バンドでは機械的かつ定型的な使用が目立った。これらの結果を踏まえ、本研究は修辞的目的、スタンス調整、内省的なメタディスコース活用を重視した指導原則と教室実践を提案する。
T. Phạm· JALT Postconference Publicat...· 0 citations
This study examines how Pakistani non-native English-speaking students (PNNS) and American native English-speaking students (ANS) use metadiscourse in the introductory sections of their postgraduate dissertations. The corpus consists of thirty dissertation introductions drawn from Pakistani and American universities across three academic registers engineering, linguistics, and social sciences spanning the publication years 2017 to 2021. Following Hyland’s (2005a) interpersonal model of metadiscourse, every text was coded for the interactional resources writers use to engage their readers: hedges, boosters, attitude markers, self-mention, reader references, and directives. A two-way analysis of variance (ANOVA), with register and year entered as fixed factors, was used to test for differences in how these markers were distributed across the corpus, supplemented by partial eta-squared for effect size and Cohen’s d for post hoc comparisons. The results show a significant interaction between year and register in the use of boosters and reader markers, a significant main effect of year on reader markers, and significant main effects of register on hedges, attitude markers, reader markers, and directives. Engineering texts consistently used fewer hedges but more reader references and directives than linguistics or social science texts, indicating that disciplinary convention shapes interactional metadiscourse more strongly than nationality or first-language background alone. The findings are discussed in relation to voice construction in second-language academic writing, with implications for how postgraduate writing is taught to non-native English speakers.
Abdul Manan, Aiman Fatima· Journal of Language, Literat...· 0 citations
Metadiscourse research has largely been confined to verbal language, leaving unclear how visual and design features function as metadiscursive resources in mediated communication. This article presents a systematic scoping review mapping that body of work. Following PRISMA-ScR guidelines, twenty-four studies published between 2011 and 2025 were analysed across digital, academic, and professional genres. Three dominant analytical traditions were identified: (1) rhetorical approaches grounded in early principles of visual metadiscourse in technical and professional communication; (2) integrated frameworks combining interpersonal models of textual interaction with social-semiotic visual grammar; and (3) adaptations of verbal metadiscourse taxonomies to multimodal data in online and print media. Across these traditions, media affordances such as layout, hyperlinking, and multimodal design shape discourse organisation and reader engagement. The field is growing but remains fragmented, particularly in the operationalisation of categories, treatment of media affordances, and reporting of coding procedures. Five recurring analytical dimensions—mode, medium, interactivity, metadiscursive function, and framework integration—offer a basis for extending metadiscourse research beyond verbal language to multimodal communicative environments.
J. Dłóciok, Bert Oben, Birgitta Meex· Frontiers in Communication· 0 citations
This study examines how culture-specific items (CSIs) are translated in EFL contexts through a systematic literature review. Using a PRISMA-based approach, this review analyzed 30 empirical studies published between 2020 and 2025. The studies were identified through structured searches in Scopus, Crossref, Dimensions, and Google Scholar. The selection process involved duplicate removal, title and abstract screening, full-text eligibility assessment, and final inclusion based on predefined criteria. Data were extracted by focusing on study design, participant characteristics, CSI classifications, translation strategies, and factors influencing students’ translation performance. The findings show that CSIs are conceptualized through varied frameworks, including realia, culturemes, cultural references, and culture-bound expressions. In practice, their translation relies on flexible strategies such as retention, adaptation, explicitation, and cultural substitution. However, EFL students often face difficulty in selecting appropriate strategies, especially when translating culturally distant expressions. The review also indicates that intercultural competence, translation training, and access to learning resources influence translation outcomes. These findings suggest that translating CSIs is not only a linguistic task, but also an intercultural process requiring contextual understanding and strategic decision-making. This study contributes by offering an integrated view of CSI classification, translation strategies, and influencing factors, while suggesting stronger emphasis on cultural competence in EFL translation pedagogy.
Arbain Arbain· ACITYA Journal of Teaching &...· 0 citations
This systematic review synthesized empirical evidence on large language models (LLMs) and generative AI for English-language learning, assessment, and academic writing, with implications for English for specific purposes (ESP) in sport sciences. Following PRISMA 2020, a structured Scopus TITLE-ABS-KEY search identified 871 records; 50 peer-reviewed journal studies published between 2024 and 2026 met the eligibility criteria. Studies were synthesized using a three-stage thematic approach based on coding, descriptive themes, and analytical themes. Methodological reporting and applicability were appraised using a transparent four-domain FICO rubric. Screening was conducted by one reviewer; therefore, inter-rater reliability statistics were not calculable retrospectively. Four analytical clusters were identified: language-skills learning (8 studies), assessment and evaluation (8), academic writing and feedback (30), and adoption, perception, and learner agency (4). Evidence generally favoured structured, teacher-mediated GenAI use, while LLM assessment showed high reliability in some rubric-based tasks but variable validity. GenAI was most consistently useful for feedback, revision, and self-regulated learning. Because designs and outcomes were heterogeneous, no pooled effect size was calculated. Future research should prioritise discipline-specific ESP studies, longitudinal designs, transparent validation, and responsible AI integration.
Kristian Burhan, M. Desman, Article Info· JRTI (Jurnal Riset Tindakan...· 0 citations
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